Exploring Self-Efficacy Beliefs as Entry Behaviors for Participation in an Online Peer Tutoring Learning Environment

2014 ◽  
Vol 5 (1) ◽  
pp. 54-82
Author(s):  
Iván Tirado-Cordero ◽  
Kathleen M. Hargiss ◽  
Caroline Howard
Keyword(s):  
Learning Environment ◽  
Social Interactions ◽  
Peer Tutoring ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Beliefs ◽  
The Self ◽  
Design System ◽  
Reciprocal Determinism

Social cognitive theory is founded on the belief that learning is shared socially. Triadic reciprocal determinism explains the interrelationship and interaction between environmental cues, behavior, and biological determinants to shape and alter the perception of the self and how individuals assume agentic perspectives in social interactions to approach challenges and pursue goals. Knowing how learners perceived their likelihood to achieve success also provides for a better understanding of the constraints and opportunities of a proposed learning solution. The purpose of this study was to explore the self-efficacy beliefs of adolescents as part of the analysis of the learners in the instructional design system (ISD) model in terms of entry behaviors for the design of a peer tutoring learning environment. The General Self-Efficacy Scale (GSE) was used to interview participants, using the questions as open-ended questions. Observations of the social interactions between participants were collected during focus groups to discuss their responses to the GSE scale. The results of this study suggested that individuals with high self-efficacy not only assume a direct personal agentic perspective when acting alone but that they also assume and motivate others to engage in a collective agentic perspective. Individuals with low self-efficacy assume proxy or surrogate agentic perspectives in social interactions and require prompting to engage and participate. High self-efficacy indicates effective collaboration through the collective agency, which affects success positively in a peer tutoring learning environment. Low self-efficacy affects negatively success in peer tutoring, because individuals with low self-efficacy assume a proxy or surrogate agentic perspective detaching themselves from the interactions. However, individuals with low self-efficacy, through prompting and motivation from peers with high self-efficacy can improve their interactions and as goals are reached, improve self-efficacy.

Exploring Local Interaction Attributes Affecting Leadership Effectiveness on Assignment in Multinational Companies

2017 ◽  
pp. 37-70
Author(s):  
Iván Tirado-Cordero ◽  
Kathleen M. Hargiss
Keyword(s):  
Learning Environment ◽  
Social Interactions ◽  
Peer Tutoring ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The Self ◽  
Design System ◽  
Reciprocal Determinism ◽  
Biological Determinants

Social cognitive theory is founded on the belief that learning is shared socially. Triadic reciprocal determinism explains the interrelationship and interaction between environmental cues, behavior, and biological determinants to shape and alter the perception of the self and how individuals assume agentic perspectives in social interactions to approach challenges and pursue goals. Knowing how learners perceived their likelihood to achieve success also provides for a better understanding of the constraints and opportunities of a proposed learning solution. The purpose of this study was to explore the self-efficacy beliefs of adolescents as part of the analysis of the learners in the instructional design system (ISD) model in terms of entry behaviors for the design of a peer tutoring learning environment. The General Self-Efficacy Scale (GSE) was used to interview participants, using the questions as open-ended questions. Observations of the social interactions between participants were collected during focus groups to discuss their responses to the GSE scale. The results of this study suggested that individuals with high self-efficacy not only assume a direct personal agentic perspective when acting alone but that they also assume and motivate others to engage in a collective agentic perspective. Individuals with low self-efficacy assume proxy or surrogate agentic perspectives in social interactions and require prompting to engage and participate. High self-efficacy indicates effective collaboration through the collective agency, which affects success positively in a peer tutoring learning environment. Low self-efficacy affects negatively success in peer tutoring, because individuals with low self-efficacy assume a proxy or surrogate agentic perspective detaching themselves from the interactions. However, individuals with low self-efficacy, through prompting and motivation from peers with high self-efficacy can improve their interactions and as goals are reached, improve self-efficacy.

The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

2013 ◽  
Vol 27 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Gio Valiante ◽  
David B. Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Emotional States ◽  
Thought Patterns ◽  
Mastery Experiences ◽  
Professional Golfers ◽  
Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

Testing the Self-Efficacy—Performance Linkage of Social—Cognitive Theory

1997 ◽  
Vol 137 (1) ◽  
pp. 79-87 ◽  
Author(s):  
Allison W. Harrison ◽  
R. Kelly Rainer ◽  
Wayne A. Hochwarter ◽  
Kenneth R. Thompson
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The Self

scholarly journals Shaping A Student Self Efficacy Academic Through Live Modeling Technique (A Synthesis of Observational Learning in Social Cognitive Theory)

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Ryan Hidayat ◽  
M Ramli
Keyword(s):  
Social Cognitive Theory ◽  
Learning Process ◽  
Observational Learning ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Vicarious Experience ◽  
Reciprocal Determinism ◽  
Cognitive Capability ◽  
Life Circumstance

In the perspective of social cognitive theory, humans as an actor that has a cognitive capability to observe, learn, understand, motivate, plan, act and evaluate an achievement or result that has been done. This perspective argues that a human can learn just by observation, although they do not have direct experience to do such specific tasks. This argument has revised a concept of behavioristic about imitation learning Miller and Dollard. Bandura has a viewpoint to have this result in his research with a triadic reciprocal determinism. Peoples has a cognitive function to observe and consideration to make a decision to act in their life circumstance not only reaction form their environment but their also an actor to make their self a decision-maker. So in a learning process, observational learning formed in live modeling. This modeling has an effect of influencing a mindset of the student in their self-belief, such competencies, capabilities to accomplish a task this self-belief known as self-efficacy. In self-efficacy has one source that links with an observational learning process, there is a vicarious experience. This article will describe and discuss a synthesis about live modeling in observational learning, linkage with vicarious experience in self-efficacy, and how to live modeling to shape a student's self-efficacy and a stage in the group counseling process.

scholarly journals The formation of self-efficacy beliefs of skilled professional employees in a South African fruit export organisation

2006 ◽  
Vol 37 (4) ◽  
pp. 19-28 ◽  
Author(s):  
W. Anyster ◽  
S. Goodman ◽  
T. Wallis
Keyword(s):  
South African ◽  
Work Experience ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Beliefs ◽  
Marketing Organisation ◽  
Skilled Professional ◽  
Professional Employees ◽  
Depth Interviews

This research explores the formation of self-efficacy beliefs from the perspective of individual employees occupying formal work roles within the supply chain division of an international fruit-marketing organisation. Bandura’s (1977; 1986; 1997) Social Cognitive Theory and research contributions on the formation of self-efficacy beliefs define the context in which this research is located. Qualitative data was obtained through in-depth interviews with fifteen subjects with more than two years work experience. Results indicate that employees derive efficacy information primarily through performance accomplishments, persuasive feedback from significant others and social comparative information. Specifically successful performance experiences appear to enhance perceptions of self-efficacy more than information derived from any other source.

Alle radici della partecipazione politica: il ruolo di tratti, valori e convinzioni di efficacia

2009 ◽  
pp. 15-26
Author(s):  
Gian Vittorio Caprara ◽  
Michele Vecchione
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Beliefs ◽  
Political Activity ◽  
Political Commitment ◽  
Mediational Role ◽  
Practical Implications ◽  
Political Success ◽  
Selection Of

- What are the personal determinants of political success? What capacities are needed to actively contribute to the functioning of democracy? What motives, beliefs, habits may predispose toward effective participation of citizens and successful political activity of elected officials? In accordance with Social Cognitive Theory, the following paper presents the results of a research project that places personal self-efficacy beliefs at the basis of political commitment and participation. The same efficacy beliefs have been shown to play a key mediational role between personality traits, basic values, and political participation. In addition, the practical implications of these findings with respect to the selection of political personnel is highlighted.Key words: politics, participation, self-efficacy, values, motives, mediation

Mathematics Self-Efficacy in the Education of Youngsters and Adults: The Vanda’s Case

2019 ◽  
Vol 21 (3) ◽  
pp. 75-90
Author(s):  
Ana Cristina Ferreira ◽  
Carolina Soares Rodrigues
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Single Case ◽  
School Achievement ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
Self Confidence ◽  
Mathematics Self Efficacy

Literature has pointed out, for at least two decades, that the perceptions about one’s own competency influence the motivation to learn and the school achievement. However, in the case of the Education for Youngsters and Adults (EJA), the beliefs and emotions related to the students’ own self-percepts as learners, especially as Mathematics learners, have not been given proper attention. In this article, we present a case study whose purpose was to investigate possible mobilizations of the Mathematics self-efficacy beliefs by an EJA student throughout the development of Mathematics tasks, which were created based on a theoretical framework. The research - from the development of the activities through the analysis - was based on Albert Bandura’s Social Cognitive Theory, in particular, on the concept of self-efficacy. For seven months we collected data through questionnaires, semi-structured interviews, the researchers' field journal, and video recordings of a few Mathematics class of a high school class at a public school, in Divinópolis, Minas Gerais, Brazil. The results showed strong evidence of mobilization of the self-efficacy beliefs on Vanda’s behalf. However, albeit there has been observed more persistence by the student when carrying out her activities, her more active and autonomous participation, as well as her self-confidence and emotional well-being, it was also verified that the student’s behavior, feelings, and perceptions under evaluative situations evinced a slight change with regards to controlling negative emotions in those situations. In spite of being a single case, this work contributes to shed light on the Mathematics self-efficacy beliefs held by EJA students, as well as on the teacher’s role in the process.

Emotional Stability and Affective Self–regulatory Efficacy Beliefs: Proofs of Integration between Trait Theory and Social Cognitive Theory

2013 ◽  
Vol 27 (2) ◽  
pp. 145-154 ◽  
Author(s):  
Gianvittorio Caprara ◽  
Michele Vecchione ◽  
Claudio Barbaranelli ◽  
Guido Alessandri
Keyword(s):  
Growth Rate ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Negative Emotions ◽  
Efficacy Beliefs ◽  
Emotional Stability ◽  
Effective Interventions

The present study aimed to investigate the development and interplay of emotional stability and affective self–regulatory efficacy beliefs through adolescence to young adulthood. A latent growth curve approach was used to investigate level and stability of emotional stability and self–efficacy in managing negative emotions and in expressing positive emotions. We found that initial levels of emotional stability and self–efficacy beliefs are highly correlated. In accordance with the posited hypothesis, the growth rate of perceived self–efficacy in managing negative emotions predicted the growth rate of emotional stability, whereas the opposite path was not significant. The growth rates of perceived self–efficacy in expressing positive emotions and emotional stability were not related to each other. Taken together, these findings point to self–efficacy beliefs as instrumental to the change of traits. Practical implications of results are discussed, highlighting the role of social cognitive theory in supplying the proper strategies to design effective interventions to enable people to make the best use of their potentials. Copyright © 2012 John Wiley & Sons, Ltd.

The Dark and Bright Sides of Self-Efficacy in Predicting Learning, Innovative and Risky Performances

2012 ◽  
Vol 15 (3) ◽  
pp. 1123-1132 ◽  
Author(s):  
Marisa Salanova ◽  
Laura Lorente ◽  
Isabel M. Martínez
Keyword(s):  
Field Study ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Efficacy Beliefs ◽  
Construction Workers ◽  
Negative Consequences ◽  
The Social ◽  
Practical Implications

The objective of this study is to analyze the different role that efficacy beliefs play in the prediction of learning, innovative and risky performances. We hypothesize that high levels of efficacy beliefs in learning and innovative performances have positive consequences (i.e., better academic and innovative performance, respectively), whereas in risky performances they have negative consequences (i.e., less safety performance). To achieve this objective, three studies were conducted, 1) a two-wave longitudinal field study among 527 undergraduate students (learning setting), 2) a three-wave longitudinal lab study among 165 participants performing innovative group tasks (innovative setting), and 3) a field study among 228 construction workers (risky setting). As expected, high levels of efficacy beliefs have positive or negative consequences on performance depending on the specific settings. Unexpectedly, however, we found no time × self-efficacy interaction effect over time in learning and innovative settings. Theoretical and practical implications within the social cognitive theory of A. Bandura framework are discussed.

scholarly journals Vicarious learning in the translation classroom: how can it influence students’ self-efficacy beliefs?

2019 ◽  
Vol 5 (1) ◽  
pp. 92-113
Author(s):  
María del Mar Haro Soler
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Research Study ◽  
Classroom Observation ◽  
Methodological Approach ◽  
Efficacy Beliefs ◽  
Vicarious Learning ◽  
Collaborative Learning Environment ◽  
Translator Education

This action research study aims to analyse the ways in which vicarious learning, one of the sources of self-efficacy beliefs according to Social Cognitive Theory, can materialise in the translation classroom. To achieve this aim, a mixed methodological approach was adopted based on the following techniques: the interview, the survey, classroom observation and focus groups. Results show that vicarious learning took place in the translation classroom where this study was performed both through the students’ comparison with professional translators and between peers. More particularly, a collaborative learning environment and practices such as the presentation of translation projects by the students, role-plays or discovering the careers of previous graduates favoured vicarious learning and thus positively influenced the participant students’ self-efficacy beliefs, according to their perception. The results obtained contribute to shedding light on some ways to incorporate students’ self-efficacy beliefs in translator education, satisfying the need underlined by several authors.

Sign in / Sign up

Export Citation Format

Share Document